THE CONNECTED ECOSYSTEM: ECOLOGICAL THEMATIC SOCIODRAMA FOR YOUNG CHILDREN’S SOCIAL–EMOTIONAL READINESS
DOI:
https://doi.org/10.21009/ishel.v2i1.72556Keywords:
ecological thematic sociodrama, social–emotional readiness, early childhood education, ecological pedagogy, qualitative case studyAbstract
Young children's social–emotional readiness develops through recurring social interactions, but early childhood curricula seldom connect role play, ecological contexts, and relational learning within ordinary classroom routines. This qualitative case study examines how ecological thematic sociodrama and classroom-based ecological activities relate to emotional regulation, peer engagement, and cooperative participation. Data comprised classroom observations, semi-structured teacher interviews, focus group discussion, and documentation associated with ten children aged five to six and four teachers. A seven-week period of engagement was explored through iterative thematic analysis informed by ecological systems and sociocultural perspectives. Three themes were identified: gradual social–emotional change through sustained routines; teacher-mediated interactions and home–school communication as relational supports; and the feasibility of simple, adaptable practices within everyday learning. Teachers described increased peer communication, turn-taking, emotional expression, and shared activity, while emphasizing that change was gradual rather than immediate. The findings illuminate contextual learning processes rather than causal effects or population-level outcomes. Ecological thematic sociodrama offers a promising, relational pedagogical orientation for integrating social–emotional learning into sustainability-oriented early childhood education.
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